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The Teaching of Psychology Essays in Honor of Wilbert J McKeachie and Charles L Brewer 1st Edition by Stephen F Davis, William Buskist ISBN 0585395268 9780805839531

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The Teaching of Psychology Essays in Honor of Wilbert J McKeachie and Charles L Brewer Stephen F. Davis Digital Instant Download

Author(s): Stephen F. Davis, William Buskist
ISBN(s): 9780805839531, 0585395268
Edition: illustrated edition
File Details: PDF, 2.47 MB
Year: 2002
Language: english
SKU: EB-1398998 Categories: , Tags: ,

The Teaching of Psychology Essays in Honor of Wilbert J McKeachie and Charles L Brewer 1st Edition by Stephen F Davis, William Buskist – Ebook PDF Instant Download/Delivery: 0585395268, 9780805839531
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ISBN 10: 0585395268 
ISBN 13: 9780805839531
Author: Stephen F Davis, William Buskist

The Teaching of Psychology is centered around the masterful work of two champions of the teaching of psychology, Wilbert J. McKeachie and Charles L. Brewer, in order to recognize their seminal contributions to the teaching of the discipline. The book’s main goal is to provide comprehensive coverage and analysis of the basic philosophies, current issues, and the basic skills related to effective teaching in psychology. It transcends the typical “nuts and bolts” type books and includes such topics as teaching at small colleges versus a major university, teaching and course portfolios, the scholarship of teaching, what to expect early in a teaching career, and lifelong learning. The Teaching of Psychology also features: Biographies of Bill McKeachie and Charles L. Brewer Fourteen chapters written by leading authorities in the teaching of psychology, which provide overviews of the latest psychological research and theories in effective college and university teaching. These chapters cover lecturing, classroom presence, using humor in teaching, pedagogy, advising, teaching critical thinking, writing, and technology, and training graduate students to teach Useful advice to new teachers and seasoned veterans, including qualities of master teachers, understanding the many facets of working within the academy, and teaching with technology Insights into teaching specific courses within the psychology curriculum, including the history of psychology, biological psychology, statistics and research methods, learning, social psychology, personality, psychology of women, cross-cultural psychology, industrial/organizational psychology, psychology of religion, and environmental psychology A closing section containing Bill McKeachie’s and Charles L. Brewer’s perspectives into the teaching of psychology and its history, highlights, and future. This book is intended for academic psychologists who teach and/or train graduate assistants to teach at the college and university level. All royalities from this book will be donated to the Society for the Teaching of Psychology (Division 2 of the American Psychological Association), which each year sponsors many activities across the country to promote the teaching of psychology.

The Teaching of Psychology Essays in Honor of Wilbert J McKeachie and Charles L Brewer 1st Table of contents:

I: Portraits of Excellence
1 More Than Just Luck: A Brief Biography of Wilbert J. McKeachie
Acknowledgments
References
2 “I Can’t Ever Remember not Wanting to be a Teacher”: A Brief Biography of Charles L. Brewer

  • Biographical Sketch

  • A Teacher of Undergraduates

  • A Teacher of Teachers

  • Developing the Curriculum at Furman

  • Curriculum

  • Professional Activity

  • Professional Style

  • Conclusion

  • Note

  • References

II: Essential Qualities and Skills of Effective Teachers
3 Elements of Master Teaching

  • Master Teachers on Master Teaching

  • Knowledge

  • Personality

  • Classroom Management Skills

  • Qualities of Award-Winning Teachers

  • Student Perceptions of Master Teachers

  • What is a Master Teacher?

  • What about Teacher Behavior?

  • The Behavior of Master Teachers

  • Becoming a Master Teacher

  • References
    4 Classroom Presence

  • The Essence of Presence

  • A Framework for Exploring Presence

  • Expressive Personality Factors

  • Behaviors That Show Receptivity to Students

  • Pedagogical Practices

  • Physical Characteristics

  • A Child’s Eye View

  • Conclusion

  • Acknowledgments

  • References
    5 Lecturing

  • Lecture Style

  • Passion

  • Identify Clear Goals for the Lecture

  • Remember that Less is More

  • The Need for Spontaneity

  • Do Not Lecture all the Time

  • The Need for a Summary

  • Why Lecture?

  • References
    6 Humor and College Teaching

  • How Many Times Per Lecture Does Your Class Laugh?

  • What are Favorite Topics for Classroom Humor?

  • Does Classroom Humor have a Target?

  • What Percent of Humor Relates to Lecture Content and What Percent Contributes to its Educational Point?

  • Does Humor Help Students Learn and Recall Course Content?

  • Are Funny Students Creative or Annoying?

  • Conclusion

  • References
    7 Process/Pedagogy

  • Definitions

  • Developing Pedagogy

  • Principle 1

  • Principle 2

  • Assessment

  • Beyond Pedagogy to Process

  • Conclusion

  • References
    8 Teaching for Critical Thinking: A Four-Part Model to Enhance Thinking Skills

  • The Information Glut Meets the Knowledge Economy

  • What is Critical Thinking?

  • Types of Evidence

  • A Four-Part Model for Critical Thinking Instruction

  • A Skills Approach to Critical Thinking

  • Dispositions for Effortful Thinking and Learning

  • Transfer of Training

  • Metacognitive Monitoring

  • Examples

  • An Example of Teaching for Noncritical Thinking (or Perhaps Not Thinking At All)

  • A Simple, but Powerful Demonstration of a General Skill

  • References
    9 Writing: Models, Examples, Teaching Advice, and a Heartfelt Plea

  • Teaching Writing

  • Teaching Writing to Psychology Students

  • Journal Writing

  • Summaries/Syntheses

  • Application Papers

  • Review Articles

  • Research Proposals and Reports

  • Teaching the Processes of Writing in Psychology

  • Final Thoughts

  • References
    10 The Teaching–Advising Connection

  • How do Faculty Perceive their Roles as Academic Advisors?

  • What is the Linguistic Relationship between the Words “Teaching” and “Advising”?

  • Do Effective Teachers and Effective Advisors do the Same Things?

  • Is There More Than One Type of Academic Advising?

  • Can Academic Advising Increase Human Capital?

  • Concluding Remarks

  • Acknowledgments

  • References
    11 Training Graduate Teaching Assistants

  • Components of an Ideal GTA Training Program

  • Orientation

  • Teaching of Psychology Course

  • Regularly Scheduled GTA Meetings

  • Interfacing with the Teaching Community

  • Development of a Teaching Portfolio

  • Evaluation

  • Implementing Components of the Ideal Training Program

  • Time to Prepare and Hone Skills

  • Limited Opportunity to Prepare and Hone Skills

  • Conclusion

  • References

III: Teaching Within the Context of Modern Academic Life
12 Teaching, Research, and Scholarship

  • The Problem

  • The Response

  • The Future?

  • In the Academy

  • In the Public Forum

  • Conclusions

  • References
    13 Integrating Teaching and Service to Enhance Learning

  • The Role of Teaching, Research, and Service in the Professoriate

  • Historical Perspective

  • Strategies to Resolve the Teaching–Research Dilemma: Redefining Scholarship

  • Redefining and Reevaluating Academic Service

  • Defining Service

  • Benefits of Professional Service and Citizenship

  • Scholarship of Service

  • Summary

  • Acknowledgments

  • References
    14 A Portrait of Teaching Painted by Early Career Faculty

  • Important Teaching Issues

  • Teaching Is Time-Consuming

  • Important Teacher Qualities: Intellectual, Interpersonal, and Affective

  • Faculty Share Similarities in Why They Became College Teachers

  • Surprises About Teaching

  • Intellectual Content May Not Be Most Important

  • Mastering the Art and Craft of Teaching

  • Influences on Faculty Teaching

  • Context

  • Students

  • Personal Characteristics of Faculty

  • Teachers’ Roles and Behavior

  • The Evolving Portrait of Faculty who Teach

  • Conclusion

  • References
    15 Peer Review for Meaningful Teaching Enhancement

  • Benefits of Peer Review

  • Types of Peer Review

  • Summative Peer Review

  • Formative Peer Review

  • Guiding Principles for Quality Peer Review of Teaching

  • Critical Elements of Peer Review

  • Peer Review Is an Interpersonal Enterprise

  • Reflection and Reasoned Opinion

  • Feedback

  • Components of Classroom Visitation Peer Review

  • Previsitation Meeting

  • The Class Visitation

  • Postvisitation Meeting

  • Conclusion

  • References
    16 Beyond Tenure: The Teaching Portfolio for Reflection and Change

  • Portfolios for Survival

  • The Portfolio for Reflection and Change

  • The Teaching Philosophy

  • Course Narratives

  • Autobiography: Stages in the Teaching Life

  • The Portfolio as Scholarship

  • Conclusion

  • References
    17 Representing the Intellectual Work in Teaching Through Peer-Reviewed Course Portfolios

  • Teaching as Intellectual Work

  • An Expanded and Collaborative Process of Peer Review of Teaching

  • Components of the Peer Consultation

  • Reflection on the Course as a Whole

  • Expanding the Audience for Course Portfolios

  • Including This Work in Professional Life

  • Making the Portfolios Accessible

  • The General Utility of Course Portfolios

  • Conclusion

  • Acknowledgments

  • References
    18 Teaching at a Liberal Arts College: With a Little Help From My Friends

  • Why Did You Decide to Teach at a Liberal Arts Institution?

  • Why Have You Stayed at a Liberal Arts Institution? What are the Advantages to Teaching at a Liberal Arts School?

  • Students

  • Goals

  • Community

  • What are the Disadvantages of Teaching at a Liberal Arts Institution?

  • How Would You Say Your Institution Values Teaching, Scholarship, and Service?

  • How is Scholarship Defined at Your Institution?

  • If You Were Starting Over, Would You Choose to Teach at a Liberal Arts Institution?

  • Conclusion

  • Acknowledgments

  • References
    19 Differences in Teaching in a Liberal Arts College Versus Research University

  • Research

  • The Faculty

  • Teaching

  • Diversity

  • Advising

  • Graduate Students

  • Community

  • Public Versus Private

  • Commencement

  • Some Final Thoughts

  • References
    20 Lessons From Life: A Journey in Lifelong Learning

  • Journey 1 (MW)

  • Starting in the Present

  • Laying the Foundation

  • Expanding Horizons

  • Pursuing Graduate Study

  • Commencing College Teaching

  • Experiencing Life Inside and Outside the University

  • Returning to the Beginning

  • Learning Lessons

  • Journey 2 (DP)

  • Reflecting on the First Year as Chair

  • Deciding to Teach

  • Pursuing a Path to Teaching and Learning

  • Becoming a Residential Doctoral Student

  • Arriving at a Destination

  • Learning Lessons

  • Summary
    21 Promoting the Teaching of Psychology: A History of NITOP

  • Beginnings

  • Changes in Latitude, no Change in Attitude

  • NITOP’S Growth—And Growing Pains

  • NITOP in Crisis

  • NITOP Today

  • New Alliances, New Directions

  • Reference

IV: Teaching With Technology
22 Wiring the Introductory Psychology Course: How Should We Harness the Internet?

  • Using the Internet as a Vehicle for Class Administration

  • Using the Internet as a Conduit for Student Discussion

  • Using the Internet as an Informational Resource

  • Using the Internet as a Medium for Instruction

  • Conclusions

  • References
    23 Web-Based Resources

  • Psychological Information

  • Evaluating Resources

  • Textbook publishers’ sites

  • University Information

  • Research on the Web

  • Ethics, Plagiarism, and Paper Mills

  • Strengths and Challenges of Using Web-Based Resources

  • References
    24 Technology in the Classroom: Traditions in Psychology

  • Emerging Traditions

  • Emerging Technologies

  • How Have We Introduced Computers into the Classroom?

  • What are the Advantages of Computers in Education?

  • What are the Disadvantages of Computers in Education?

  • Will Computers Facilitate New Ways of Teaching?

  • What Does the Future Hold?

  • Conclusion

  • References
    25 The Challenges of Distance Education

  • The Current State of Affairs

  • Teaching and Learning Challenges

  • The Dance of Mastering Technology

  • Reading and Writing Reign

  • The Straw and the Camel’s Back

  • Fostering Community, Overcoming Barriers

  • Teachers’ and Students’ Hardware Compatibility: Sharing the Right Stuff

  • Discerning Information Quality: The Good, Bad, and Ugly

  • Financial Challenges

  • Funding Technology

  • Funding Support Services

  • Paying for Convenience

  • Program Accreditation Challenges

  • Copyright Challenges

  • Institutional Challenges

  • A Look at the Research

  • The Credit Hour Bust

  • The Faculty Technology Divide

  • Easing Access to Higher Education: The Death Knell of On-Campus Instruction?

  • An Institutional Research Agenda

  • Epilogue

  • References
    26 Come, Putative Ends of Psychology’s Digital Future

  • Why Do Psychologists have an Affinity for Technology?

  • How will Technology Change the Psychology we Teach?

  • The New Social Psychology of Interpersonal Electrons

  • The Human Factors Call of Technology Design

  • Will the Technological Meteor Extinguish the Teaching of Psychology?

  • Coda: We Could not Predict our Mentors’ Influence Either

  • References

V: Teaching About Psychology’s Domains
27 Teaching the History of Psychology

  • History of Psychology as a Scholarly Discipline and the Impact on Teaching

  • Exchanging “Old” for “New” History

  • Old History

  • New History

  • Resources for those Teaching the History Course

  • We’re all Historians now: Integrating History into the Psychology Curriculum

  • References
    28 Teaching Biological Psychology to Introductory Psychology Students

  • Selecting Content

  • Highlights of Biological Psychology: A Personal List

  • The Genetics of Behavior

  • Mind–Brain Monism

  • Brain Plasticity … Within Limits

  • United Consciousness Without a Central Processor

  • Simple Synapses and Complex Behaviors

  • Conclusion

  • References
    29 Teaching Statistics and Research Methods

  • Themes and Variations

  • Textbooks

  • Research Proposal

  • Ideas and Resources for Faculty

  • Classroom/Laboratory Exercises

  • In-Class Experiments

  • American Psychological Association Format Writing

  • Resources

  • Opportunities and Resources for Students

  • Involving Upper Division Students and Graduate Teaching Assistants

  • Hardcopy Psychology Journals for Students

  • Student Conferences

  • Closing Comment

  • References
    30 Teaching the Learning Course: Philosophy and Methods

  • Lesson 1: Know Your Students’ Capabilities and Work to Extend Them

  • Lesson 2: Know and Share with Students the Place of the Learning Class in the Curriculum

  • Lesson 3: Specify Course Objectives and Strategies within the Context of a Detailed Syllabus

  • Lesson 4: Promote Active Learning: The Recitation Method

  • Lesson 5: Apply Principles of Reinforcement and Punishment in the Classroom

  • Lesson 6: The Ways in Which Students are Evaluated should Reflect the Application of Principles of Learning

  • Lesson 7: Use Key Terms to Organize the Breadth of Content of Your Course

  • Lesson 8: Having Students Memorize Key Terms is Pedagogically Sound

  • Lesson 9: Use Discussion Questions in Recitation

  • Lesson 10: Apply Learning Principles in a Nonhuman Animal Lab and in a Classroom Setting

  • Conclusion

  • References
    31 Using Social Psychology to Teach Social Psychology: How the Field Informs the Course

  • The Ambivalent Course

  • The Variable Course

  • The Critical Course

  • The Persistent Course

  • References
    32 Teach More Than Personality in the Personality Course

  • A General Philosophy for Teaching Personality

  • Specific key elements for teaching personality

  • Connect With History and Correct Misconceptions

  • Emphasize Writing Skills

  • Teach Research Methods

  • Expose Students to Primary Sources

  • Underscore “Big Potatoes”

  • Conclusion

  • References
    33 Opening Students’ Eyes and Minds: Teaching the Psychology of Women

  • Goal 1: Acquiring the Basic Knowledge about the Discipline

  • Goal 2: Acquiring Skill in Understanding Research and in Critical Thinking

  • Goal 3: Developing Self-Understanding

  • Goal 4: Developing Concerns about Diversity and Other Forms of Inequality

  • Final Words

  • References
    34 Incorporating Cross-Cultural Perspectives into the Psychology Curriculum: Challenges and Strategies

  • The Importance of a Cross-Cultural Perspective

  • Current Status of Efforts to Incorporate a Cross-Cultural Perspective

  • Challenges and Some Solutions

  • Summary

  • References
    35 Designing a Course in Industrial/Organizational Psychology to Achieve Eight Desirable Student Outcomes

  • Personal Experiences Teaching I/O Psychology

  • Goal 1: Knowledge Base

  • Selecting Course Content

  • Applying I/O Psychology to Teaching

  • Goal 2: Thinking Skills

  • Sample Assignment: Functional Job Analysis

  • Goal 3: Language Skills

  • Sample Assignment: Reading Journal Articles

  • Goal 4: Information Gathering and Synthesis Skills

  • Sample Assignment: Library Scavenger Hunt

  • Sample Assignment: Exploring the Internet

  • Goal 5: Research Methods and Statistical Skills

  • Sample Assignment: Critique of a Scholarly Debate

  • Sample Assignment: Validation of Selection Tests

  • Goal 6: Interpersonal Skills

  • Sample Classroom Activity: Psychological Assessment

  • Goal 7: History of Psychology

  • Sample Assignment: The Hawthorne Studies

  • Goal 8: Ethics and Values

  • Sample Classroom Activity: Discussing Court Cases

  • Conclusion

  • Acknowledgments

  • References
    36 Psychology of Religion: Then and Now

  • Origins of the Psychology of Religion in the United States

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