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“Jumping the Shark”: An Interdisciplinary Activity for Engaging Students With the Principles of Bivariate Regression Teaching of Psychology (IF 1.053) Pub Date : 2021-04-15 Todd D. Watson
Background: Student anxiety about statistics may lead to poorer learning outcomes. Objective: The purpose of this study was to evaluate an exercise designed to teach students in an introductory statistics class the principles of bivariate regression and to emphasize how statistical tools used by psychologists are also implemented in other fields. Method: Students used a published model on the relationship
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Student Preparedness and Success in Introductory Psychology Teaching of Psychology (IF 1.053) Pub Date : 2021-04-08 William S. Altman, Judith B. Pena-Shaff, Craig Nicholls, Cassandra Domingo
Background: Reading comprehension and writing ability are critical to students’ success in introductory psychology. However, these generally are not prerequisites. There is conflicting evidence with regard to the effectiveness of remedial reading and writing classes for students with low placement exam scores. Objectives: To explore whether ACCUPLACER® test scores help predict performance in introductory
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Incorporating the Biological Bases of Behavior Throughout Introduction to Psychology: A Review and Application of 7½ Lessons About the Brain Teaching of Psychology (IF 1.053) Pub Date : 2021-03-29 Manda J. Williamson
Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of 7 ½ Lessons about the Brain by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications:
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Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations Teaching of Psychology (IF 1.053) Pub Date : 2021-03-26 Kelly A. Warmuth, Alexandria H. Caple
Background: Recent evidence suggests PechaKucha—a presentation style utilizing simplified visuals, narration, and rigid time constraints—may promote various learning outcomes and instructor goals better than traditional PowerPoint presentations. Objective: The purpose of this study was to test the effectiveness of students’ PechaKucha compared to traditional presentations from multiple perspectives
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The Use of Visuals in Undergraduate Neuroscience Education: Recommendations for Educators Teaching of Psychology (IF 1.053) Pub Date : 2021-03-22 Qendresa Sahiti, Jennifer A. Stamp
Introduction: There is a history of overlap between art and science education, particularly in anatomy and other related medical specialties. Technological advances have increased exposure to visual images and creation and sharing of image-based content is commonplace. Statement of the Problem: The use of visual content and activities in education typically declines after early childhood, after which
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Empathic Communication Skills Across Applied Undergraduate Psychology Courses: A Replication Study Teaching of Psychology (IF 1.053) Pub Date : 2021-03-11 Catherine M. Reich, Lara J. LaCaille, Katherine E. Axford, Natalina R. Slaughter
Background: Although undergraduate psychology curriculum should cultivate performance-based skills to prepare students for helping professions, little work to date has addressed this standard. Objective: This research replicates the methods used in a previous study by examining pre-post changes in empathic communication skills and perceived communication competence across two applied psychology courses:
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Teaching Students to Learn Better in Introductory Psychology: A Replication and Extension Study Teaching of Psychology (IF 1.053) Pub Date : 2021-03-08 Carolyn R. Brown-Kramer
Background: Psychology courses provide a good opportunity for instructors to teach students effective learning strategies integrated with content. Objective: This replication and extension study explored changes in students’ self-reported use of learning strategies before and after a term paper assignment and examined the relationships between learning strategy use and academic performance. Method:
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An Exercise for Conveying Equal Employment Opportunity Concepts for Industrial-Organizational Psychology Courses Teaching of Psychology (IF 1.053) Pub Date : 2021-02-15 Anna M. Semanko, Verlin B. Hinsz
Background: Equal employment opportunity guidelines and concepts are important for increasing equity in the workplace. Given the large number of undergraduate students currently in or entering the workforce, it is critical to convey these concepts in a manner that increases student understanding of appropriate organizational behavior. Objective: We present and discuss an exercise and corresponding
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Syllabus Tone, More Than Mental Health Statements, Influence Intentions to Seek Help Teaching of Psychology (IF 1.053) Pub Date : 2021-02-11 Regan A. R. Gurung, Noelle R. Galardi
Background: Mental health issues are increasing in higher education and finding ways for students to get help when needed is important. Objective: We tested if the tone of a short syllabus and the presence of a special statement addressing mental health would increase intentions to approach instructors for help. Method: We used a 2 (Tone: warm vs. cold) × 2(Statement: present vs. absent) experimental
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Can Teaching Data Analysis In-House Improve Psychology Students’ Skills? Teaching of Psychology (IF 1.053) Pub Date : 2021-02-08 Jeffrey R. Vittengl, Karen L. Vittengl
Background: Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students’ learning. Objective: At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics
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Identity Safety Cues Predict Instructor Impressions, Belonging, and Absences in the Psychology Classroom Teaching of Psychology (IF 1.053) Pub Date : 2021-01-29 Kristina Howansky, Melanie Maimon, Diana Sanchez
Background: Students with marginalized identities report a lack of cultural competence among faculty in higher education classrooms. Identity safety cues (ISCs) signal to minority group members that their identities are valued and respected. Objective: The purpose of this study was to test for differences in students’ perceptions of their professor, sense of belonging, and academic outcomes when comparing
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A Transformational Approach to Developing Cultural Humility in the Classroom Teaching of Psychology (IF 1.053) Pub Date : 2021-01-29 Denise Farrelly, Daniel Kaplin, Delia Hernandez
Introduction: Undergraduate psychology programs offer opportunities for the development of knowledge and specialized skills in order to equip students to work with diverse populations. Statement of the Problem: It is crucial for psychology clinicians and other human service providers to understand and be responsive to the scope of cultural diversity. To be effective, they must demonstrate cultural
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Training Structural Awareness with StatHand: A 1 Year Follow-Up Teaching of Psychology (IF 1.053) Pub Date : 2021-01-21 Peter J. Allen, Jessica L. Fielding, Annabel H. Westermann, Amelia M. Lafratta
Background: Allen, Fielding, East, et al. demonstrated experimentally that structural awareness, or the ability to disregard a research problem’s topic and instead focus on its structural features, can be trained using StatHand (https://stathand.net). Most training benefits persisted for 1 week. Objective: The objective was to assess the longer-term effects of training. Method: One year after training
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Developing Collaborative Thinkers: Rethinking how we Define, Teach, and Assess Class Participation Teaching of Psychology (IF 1.053) Pub Date : 2021-01-18 Bridgette Martin Hard, Taalin RaoShah
Introduction: Class participation is a common component of many college classes and is typically defined as involving students’ active, oral engagement in class. Statement of the Problem: Class participation is often an under-utilized pedagogical tool for skill-building and development. Literature Review: We present an evidence-based framework that encourages instructors and students to rethink class
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Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course Teaching of Psychology (IF 1.053) Pub Date : 2020-12-30 Shaina F. Rowell, Regina F. Frey, Elise M. Walck-Shannon
We examined self-directed studying of students in an introductory (Study 1) and upper-level (Study 2) psychology course. Students reported their study behaviors for Exam 1 and 2, and wrote Exam 2 study plans. In both studies, students planned to and ultimately did use more active strategies for Exam 2 than Exam 1. However, they struggled to follow through on plans to space studying over time. In Study
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An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses Teaching of Psychology (IF 1.053) Pub Date : 2020-12-30 Shane L. Rogers, Ross Hollett, Yanqi R. Li, Craig P. Speelman
Background: Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses. Objective: The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor. Method: Seventy-three undergraduate psychology students played the role of a student counsellor interacting
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The Bad Test-Taker Identity Teaching of Psychology (IF 1.053) Pub Date : 2020-12-29 Jeffrey D. Holmes
There is widespread belief that test-taking ability is an influential component of academic success distinct from domain knowledge and comprehension. Most of today’s college students took many more tests over the course of their primary and secondary education than students of previous generations, and also participated in regular training to strengthen their test-taking skills. Although such training
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Improving Quantitative Abilities and Attitudes in Clinical Psychology Courses: Longitudinal Assessment of a Blended Learning Intervention Teaching of Psychology (IF 1.053) Pub Date : 2020-12-23 Laura E. Sockol, William D. Ellison, Lauren A. Stutts, Laura E. Knouse
Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective:
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An Evaluation of the Mental Health, Financial Stress, and Anticipated Debt-at-Graduation Across Clinical and Counseling PhD and PsyD Students Teaching of Psychology (IF 1.053) Pub Date : 2020-12-22 Nicholas C. Borgogna, Tracey Smith, April T. Berry, Ryon C. McDermott
Clinical and counseling psychology doctoral programs are popular avenues for graduate education. However, little is known about the mental health and financial stress of students across the differing types of programs. We conducted as online survey of current doctoral students in APA-accredited psychology doctoral programs (n = 114 Clinical PhD, n = 80 Counseling PhD, n = 123 PsyD). We also utilized
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Evaluation of a Lower-Resource-Dependent Tutoring Program Designed to Improve Introductory Psychology Performance Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 John T. Pennington, Teresa L. Davis, Greg W. Schmidt
Supplemental Instruction (SI) is a peer tutoring system shown to increase course grades and reduce dropout, particularly for courses with significant failure/dropout rates. Unfortunately, such systems can place significant time and resource demands on faculty, SI personnel, and higher education institutions, all of which pose impediments to their adoption. Given this concern, an assessment of a less
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Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Alyssa R. Gonzalez-DeHass, Patricia P. Willems, María D. Vásquez-Colina
Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology
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Practicing What We Preach: Incorporating Team-Based Learning into the Pre-Service Teaching Curriculum for Improved Outcomes Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Jane S. Vogler, Jun Fu, Emily A. Finney
Background: Prior research has shown that pre-service teachers’ learning of theory is enhanced when teacher educators model the instructional approaches that they advocate as effective. Objective: The purpose of this study was to compare undergraduate learning outcomes in a course using Team-based Learning (TBL) with those in a traditional, lecture-based approach. Method: Occurring across two consecutive
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The Effects of a Cross-Cultural Psychology Course on Perceived Intercultural Competence Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Yan Wei, Julie Spencer-Rodgers, Elise Anderson, Kaiping Peng
Intercultural competence—the ability to successfully interact and communicate sensitively with members of other cultural groups—is an essential skill in multicultural societies and an increasingly globalized world. A quasi-experimental study revealed that completing a cross-cultural international psychology course increased college students’ perceived intercultural competence substantially, relative
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Building Multicultural Competence by Fostering Collaborative Skills Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Marcela Borge, José A. Soto, Tugce Aldemir, Jasmine A. Mena
Introduction: Developing greater multicultural competence is predicated on developing continual awareness and education about issues relevant to marginalized identities. One way to promote this competence is by engaging in productive intergroup dialogue with individuals representing a diversity of perspectives. Statement of the Problem: Intergroup dialogues can be difficult and require training and
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Using Distributed Practice to Improve Students’ Attitudes and Performance in Statistics Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Wendi L. Benson, Jonathan P. Dunning, Danette Barber
Background: Research shows distributed practice enhances learning and skill development, but less is known about the effect on perceptions and attitudes toward the material being learned. Objective: This study examined whether distributed practice could improve performance and attitudes in statistics, a subject that students report finding unpleasant and anxiety-provoking. Method: This quasi-experiment
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Bringing Meaning to Learning: An Interdisciplinary Project for First-Year Community College Students Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Brandi Rima, Crystal C. Rodriguez
Interdisciplinary pedagogy can enhance Introduction to Psychology curricula. We developed an interdisciplinary project to make meaning in a learning community (LC) clustering Introduction to Psychology with Introduction to Criminal Justice. Our purpose is to describe the project as a model and report on students’ evaluations of the project and their academic progress. We collected questionnaire data
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Explicit Writing Instruction in Synthesis: Combining In-Class Discussion and an Online Tutorial Teaching of Psychology (IF 1.053) Pub Date : 2020-12-17 Emily S. Darowski, Elizabeth Helder, Nikole D. Patson
Identifying effective and time-efficient approaches to teaching students how to write from scholarly sources benefits students and instructors. Students in a general psychology course learned a concrete method to improve this type of synthesis writing. The intervention was brief, consisting of viewing an online tutorial outside of class and spending a single class period on instructor-guided practice
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Comparing Student Attitudes to Spreadsheet and Advanced Statistical Packages Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Angela R. Surrusco, Zachary J. Kunicki, Sarah L. DiPerri, Marie C. Tate, Megan M. Risi, Nicholas S. Zambrotta, Lisa L. Harlow
The statistical package chosen to aid in teaching quantitative methods is at the instructor’s discretion, but little research has investigated student attitude toward these different packages. This study compared Google Sheets, a spreadsheet package similar to Microsoft Excel, and a traditional package, SPSS, to determine which of the two programs students preferred to use. One hundred and thirty-nine
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Comparing Student-Created to Teacher-Created Study Guides Within An Interteaching Framework Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Bethany P. Contreras, Kristen Dovgan, Katherine Johnson, SungWoo Kahng
Background: The role of the preparation or study guide in interteaching is relatively unexplored. One study demonstrated that having students create their own study guide was just as effective as completing a teacher-created study guide. Objective: The purpose of this study was to replicate and extend the methods of previous research to compare the effects of student-created to teacher-created study
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“SET” for Success: Targeted Instruction in Learning Strategies and Behavior Change in Introductory Psychology Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Jennifer A. McCabe, Dara G. Friedman-Wheeler, Samuel R. Davis, Julia Pearce
Background: Undergraduates may not use the most effective learning strategies, particularly those considered “desirable difficulties” such as spacing, elaboration, and testing (“SET”). Objective: This study examined knowledge-based, metacognitive, and behavioral outcomes from interventions designed to teach undergraduates about the “SET” strategies and about behavior change techniques to support adoption
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Potential Potholes: Predicting Challenges and Learning Outcomes in Research Methods in Psychology Courses Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Rosalyn Stoa, Tsz Lun (Alan) Chu, Regan A. R. Gurung
Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging—“potholes” or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student attitudes and perceptions of the course. Our results showed validity
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Undergraduate Psychology Teaching and Education at Argentinian Universities: A Sociobibliometric Investigation (1999–2018) Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Catriel Fierro, María Cristina Di Doménico, Hugo Alberto Klappenbach
This study is an empirical analysis of the recent past and current state of Argentinian undergraduate psychology education in the context of psychology programs’ ongoing evaluation and accreditation processes. We used six bibliometric parameters to retrieve the required listed readings (N = 16,085) of the 452 compulsory undergraduate courses’ syllabi from Argentina’s 12 most populated psychology programs
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The Persistence of Stigma Reduction After Teaching Abnormal Psychology Using Celebrity Narratives Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Anne Ferrari
Research shows that stigma toward mental illness prevents a large percentage of college students from seeking help. Finding pedagogies that can be utilized in the classroom to reduce stigma is important. The present study replicated previous research that utilized celebrity case material in the teaching of abnormal psychology for the purpose of reducing public stigma toward mental illness and help
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The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz Teaching of Psychology (IF 1.053) Pub Date : 2020-12-16 Roni M. Crumb, Ryan Hildebrandt, Tina M. Sutton
Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent
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Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students’ Insights Into Effective Instruction Teaching of Psychology (IF 1.053) Pub Date : 2020-12-15 Lauren Hensley, Robin Sayers, Anna Brady, Jessica Cutshall
Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students’ personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from
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Sculptorades, Cloodles, and Cameos, Oh My! A Cranium Game for General Psychology Teaching of Psychology (IF 1.053) Pub Date : 2020-12-14 Katherine L. Goldey, Angel Espinosa
Background: Many instructors use trivia-style review games to encourage self-testing, increase student engagement, and promote collaboration. However, most published examples of review games include trivia questions only, rather than activities that incorporate kinesthetic learning. Objective: We evaluate a review activity modeled after the game Cranium, which includes charades, pictionary, sculpting
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Bringing Social Justice into the Statistics Classroom Teaching of Psychology (IF 1.053) Pub Date : 2020-12-14 Tamera Garlington, Valerie M. Ryan, Catherine Nolty, Hannah Ilagan, Zachary J. Kunicki
Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results
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First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course Teaching of Psychology (IF 1.053) Pub Date : 2020-10-07 Jacqueline Goldman, Benjamin C. Heddy, Jenel Cavazos
Background:First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic care...
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Kindness at First Sight: The Role of Syllabi in Impression Formation Teaching of Psychology (IF 1.053) Pub Date : 2020-10-05 Amy T. Nusbaum, Samantha Swindell, Anna Plemons
Strong faculty–student relationships are an important predictor of student retention and success in higher education. Faculty often work to establish these relationships by developing rapport with ...
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Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion Teaching of Psychology (IF 1.053) Pub Date : 2020-09-30 Milton A. Fuentes, David G. Zelaya, Joshua W. Madsen
Introduction:Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importanc...
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I’ll Read That!: What Title Elements Attract Readers to an Article? Teaching of Psychology (IF 1.053) Pub Date : 2020-09-29 Robert M. Hallock, Tara N. Bennett
The title of an article is the first chance at catching a reader’s attention. We set to develop a list of title attributes that lead to attractive titles in psychology papers, which could then be u...
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Careers in Psychology Course: Prevalence, Structure, and Timing Teaching of Psychology (IF 1.053) Pub Date : 2020-09-28 Rory A. Pfund, Robin Hailstorks, Karen E. Stamm, Peggy Christidis, Jessica C. Conroy, John C. Norcross
Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical nu...
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Psychological Misconceptions and Their Relation to Students’ Lay Beliefs of Mind Teaching of Psychology (IF 1.053) Pub Date : 2020-09-28 Mark Sibicky, Christopher L. Klein, Emily Embrescia
Psychological misconceptions are common among students taking psychology courses. In this study, we show an association between student endorsement of misconceptions and two prevalent and well-rese...
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Taking an Independent Research Course in Psychology: Different Teaching Models Lead to Very Different Experiences Teaching of Psychology (IF 1.053) Pub Date : 2020-09-25 Sarah E. Malik, Ilyssa Salomon, Taylor Elsey, Jonathan M. Golding, Elizabeth A. Sheehan
Students majoring in psychology are often required or encouraged to have hands-on experience in the field. One way to gain experience is through an independent research experience (IRE); however, l...
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Learning From Teaching: Benefits of Peer Leadership for Peer Leaders in Psychology Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Diana K. Riser, Stephanie P. da Silva, Stephanie D. Clarke
Peer leader programs train students in supporting introductory learners in traditional classrooms via instructional sessions of peer-to-peer learning. Assessments of these programs typically focus ...
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Short-Term Study Abroad in Psychology: Effects of a Cultural Scavenger Hunt on the Development of Intercultural Competence Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Ryan M. Zayac, Sydney Miller, Wolfgang Lenhard, Amber Paulk, Kirby Chrysler
Steadily increasing ethnic and cultural diversity in the United States has led employers to see intercultural competence as a valuable and necessary trait for those entering the workforce, includin...
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One Fish, Two Fish; Red Fish (or Green Fish?): Assisting Students With Color Vision Deficiency Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Loreto R. Prieto, Zachary D. Siegel, Dakota J. Kaiser
In this article, we discuss the ways in which psychology educators can assist students who have color vision deficiency (CVD). We outline basic information concerning CVD, offer tips for instructor...
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What Do Students Think When Asked About Psychology as a Science? Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Lindsay Richardson, Guy Lacroix
Research has shown that undergraduate courses in psychology often fail to make students accept the discipline as a science. It may be that explicit instruction is not sufficient to modify students’...
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Improving Students’ Study Habits and Course Performance With a “Learning How to Learn” Assignment Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Carolyn R. Brown-Kramer
How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a “learning how to learn” assignment in which they ...
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Students’ Expectations and Students’ Satisfaction: The Mediating Role of Excellent Teacher Behaviors Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Michael T. Geier
This study sought to investigate whether teacher behaviors, within the Teacher Behavior Checklist dimensions of caring and supportive and professional competency and communication skills, relate to...
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No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Ryan M. Zayac, Bryan D. Poole, Chance Gray, Mary Sargent, Amber Paulk, Elise Haynes
Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research a...
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Engaging Students in a Research Methods Writing Lab Online Teaching of Psychology (IF 1.053) Pub Date : 2020-09-24 Lindsay Rice, Jessica L. Alquist, Michael Penuliar, Francesco V. Donato, Mindi M. Price
Courses including lab- or experiential-based learning may shy away from an online lab format. Using an empirically driven approach, an online research methods in psychology lab section was develope...
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Critical Thinking Performance Increases in Psychology Undergraduates Measured Using a Workplace-Recognized Test Teaching of Psychology (IF 1.053) Pub Date : 2020-09-17 Merce Prat-Sala, Mike van Duuren
Background:Higher education institutions and universities aim to provide students with a range of transferable skills that enable them to become more thoughtful and effective employees, citizens, a...
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Career Assistance From Psychology Programs and Career Services: Who Is Preparing Psychology Students? Teaching of Psychology (IF 1.053) Pub Date : 2020-09-15 Jessica C. Conroy, Karen E. Stamm, Rory A. Pfund, Peggy Christidis, Robin Hailstorks, John C. Norcross
Background:Despite the popularity of the undergraduate psychology major, little is known about career support and preparation available to psychology students.Objective:This study examined the prev...
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Using “Make & Take Quizzes” to Improve Exam Performance and Engage Students in Effective Study Strategies Teaching of Psychology (IF 1.053) Pub Date : 2020-09-14 Kristel M. Gallagher
Background:Most students rely on ineffective study habits to learn material instead of using evidence-based strategies known to improve learning.Objective:The purpose of this study was to examine t...
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Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes Teaching of Psychology (IF 1.053) Pub Date : 2020-09-11 Jon F. Mueller, Helen K. Taylor, Karen Brakke, Mike Drysdale, Kiesa Kelly, Gary M. Levine, Jaclyn Ronquillo-Adachi
Goal 2 of the APA Goals for Undergraduate Major in Psychology, Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these
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Doing Assessment Well: Advances for Undergraduate Psychology Programs and Psychology Educators Teaching of Psychology (IF 1.053) Pub Date : 2020-09-11 Dana S. Dunn, Kimberly Coffman, Mukul Bhalla, Guy A. Boysen, Jaime L. Diaz-Granados, Loretta Neal McGregor, Betsy Morgan, Paul Smith
This article discusses how assessment tools can be used to improve student learning in undergraduate bachelors (BA/BS) in psychology programs. The article first reviews particular advantages associated with using curricular and cocurricular maps for performing systematic program assessment. After identifying various assessment tools created by the American Psychological Association, we discuss some
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The Challenge of Assessing Character: Measuring APA Goal 3 Student Learning Outcomes Teaching of Psychology (IF 1.053) Pub Date : 2020-09-11 Jane S. Halonen, Susan A. Nolan, Sue Frantz, Rebecca A. Hoss, Maureen A. McCarthy, Thomas Pusateri, Katherine Wickes
Goal 3 of the APA Goals for Undergraduate Major in Psychology specifies three dimensions of character development deemed central to the major. The purpose of this article is to review the current state of practice that addresses how we measure student learning in ethical reasoning, interpersonal relationship-building, and diversity-related skills, including globally. Deemed the most difficult goal
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Yes, You Can Get a Job With That Major! Goal 5 Strategies for Facilitating, Assessing, and Demonstrating Psychology Students’ Professional Development Teaching of Psychology (IF 1.053) Pub Date : 2020-09-11 Kristin M. Vespia, Karen Z. Naufel, Jerry Rudmann, Jaye F. Van Kirk, Deborah Briihl, Jason Young
The Summit on the National Assessment of Psychology was held on June 2016 to chart a path for assessing student achievement of the goals of the undergraduate psychology major. Our subcommittee was charged with identifying evaluation strategies and tools for students’ professional development, which included applying psychology to various careers; engaging in effective self-regulation, project management
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Assessing Goal 4 Communication Skills for Psychology Across Audience, Purpose, and Context Teaching of Psychology (IF 1.053) Pub Date : 2020-09-11 Stephen L. Chew, Garth Neufeld, Sharon Hamill, Annette Taylor, Salvador Macias
The challenge of teaching communication skills outlined in Goal 4 of the APA Guidelines for the Undergraduate Psychology Major is that it occurs in many contexts and the communicator must adapt the form to match both context and purpose. We created a taxonomy of dimensions and kinds of communication that represents the various contexts in communication assignments in psychology classes. We propose
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