Handbook for Enhancing Undergraduate Education in Psychology PDF Download
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Author: Thomas V. McGovern
Publisher:
ISBN:
Category : Psychologists
Languages : en
Pages : 273
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Book Description
The authors offer faculty a scholarly overview of the critical issues and provide specific strategies to modify undergraduate programs. When read together, the chapters form a comprehensive framework for renewal and change in undergraduate psychology. (PsycINFO Database Record (c) 2004 APA, all rights reserved).
Author: Thomas V. McGovern
Publisher:
ISBN:
Category : Psychologists
Languages : en
Pages : 273
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Book Description
The authors offer faculty a scholarly overview of the critical issues and provide specific strategies to modify undergraduate programs. When read together, the chapters form a comprehensive framework for renewal and change in undergraduate psychology. (PsycINFO Database Record (c) 2004 APA, all rights reserved).
Author: Robert G. Bringle
Publisher:
ISBN: 9781433820809
Category : Psychology
Languages : en
Pages : 257
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Book Description
"Service learning is a powerful educational tool that allows undergraduate psychology students--both majors and nonmajors--to improve their scholarly, personal, and professional outcomes through civic engagement. Students hone knowledge and skills from the classroom by applying them to volunteer work in collaboration with community organizations and residents. Activities might include tutoring children, developing informational brochures, or conducting research in support of social change initiatives. This book reviews the theory, research, and practice behind service learning, establishing it as an effective pedagogy that can help psychology departments meet each of the five key learning goals--as well as many learning indicators--outlined in APA's Guidelines for the Undergraduate Psychology Major: knowledge base in psychology, scientific inquiry and critical thinking, ethical and social responsibility in a diverse world, communication, and professional development. Chapters provide clear guidelines for designing service learning courses and integrating them into the undergraduate psychology curriculum. Specific implementation strategies--including sample project designs and classroom assignments--are applied to introductory, major, and capstone courses in a wide variety of popular subjects. The authors also examine departmental issues such as faculty development, assessment, and scholarship, providing useful blueprints for department-wide civic engagement"--Résumé de l'éditeur. (PsycINFO Database Record (c) 2015 APA, all rights reserved).
Author: Dana Dunn
Publisher: Oxford Library of Psychology
ISBN: 0199933812
Category : Psychology
Languages : en
Pages : 953
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Book Description
The Oxford Handbook of Undergraduate Psychology Education is dedicated to providing comprehensive coverage of teaching, pedagogy, and professional issues in psychology. The Handbook is designed to help psychology educators at each stage of their careers, from teaching their first courses and developing their careers to serving as department or program administrators. The goal of the Handbook is to provide teachers, educators, researchers, scholars, and administrators in psychology with current, practical advice on course creation, best practices in psychology pedagogy, course content recommendations, teaching methods and classroom management strategies, advice on student advising, and administrative and professional issues, such as managing one's career, chairing the department, organizing the curriculum, and conducting assessment, among other topics. The primary audience for this Handbook is college and university-level psychology teachers (at both two and four-year institutions) at the assistant, associate, and full professor levels, as well as department chairs and other psychology program administrators, who want to improve teaching and learning within their departments. Faculty members in other social science disciplines (e.g., sociology, education, political science) will find material in the Handbook to be applicable or adaptable to their own programs and courses.
Author: Stephen F. Davis
Publisher: Psychology Press
ISBN: 1135644152
Category : Psychology
Languages : en
Pages : 544
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Book Description
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.
Author: Susan A. Nolan
Publisher: American Psychological Association (APA)
ISBN: 9781433832277
Category : Education
Languages : en
Pages : 278
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Book Description
This book will help undergraduate psychology faculty and administrators address three types of assessment pressures--individual, institutional, international--that they face when designing courses and curricula around student learning goals.
Author: William Buskist
Publisher: John Wiley & Sons
ISBN: 1405150122
Category : Psychology
Languages : en
Pages : 376
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Book Description
The Handbook of the Teaching of Psychology is astate-of-the-art volume that provides readers with comprehensivecoverage and analysis of current trends and issues, basicmechanics, and important contextual variables related to effectiveteaching in psychology. Uses concise and targeted chapters, written by leading scholarsin the field, to explore a myriad of challenges in the teaching ofpsychology. Employs a prescriptive approach to offer strategies andsolutions to frequently occurring dilemmas. Covers the gamut of current topics of interest to all currentand future teachers of psychology.
Author:
Publisher: John Wiley & Sons
ISBN: 0470619015
Category : Psychology
Languages : en
Pages : 692
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Book Description
Psychology is of interest to academics from many fields, as well as to the thousands of academic and clinical psychologists and general public who can't help but be interested in learning more about why humans think and behave as they do. This award-winning twelve-volume reference covers every aspect of the ever-fascinating discipline of psychology and represents the most current knowledge in the field. This ten-year revision now covers discoveries based in neuroscience, clinical psychology's new interest in evidence-based practice and mindfulness, and new findings in social, developmental, and forensic psychology.
Author: Randy G. Floyd
Publisher: Routledge
ISBN: 1000290972
Category : Education
Languages : en
Pages : 686
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Book Description
The Handbook of University and Professional Careers in School Psychology is a comprehensive resource for school psychologists in doctoral training or currently appointed to positions in universities and other clinical professional settings. Across 30 unique chapters, experts in the field offer diverse, experienced perspectives on accessing resources, building skills, navigating difficult experiences, and flourishing in all major facets of the profession. The book places special emphasis on development throughout the career lifespan and the empowerment of women, people of color, and scholars from outside of the United States.
Author: Mark E. Ware
Publisher: Routledge
ISBN: 1135832560
Category : Education
Languages : en
Pages : 278
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Book Description
Because this book's main objective is to foster and promote student development, it should appeal to those who advise, counsel, and teach undergraduate and graduate students, particularly those in psychology, education, and other social sciences. Along with a plethora of stimulating ideas for practice and research, the book contains the results of research having immediate applications to students' educational and career direction needs. Readers will find more than 90 articles in this book distributed across three significant challenges to students' development: the academic, occupational, and personal. Further, the material presented has been organized around three distinct approaches to these challenges: advising, career development, and field placement activities. The source for these articles is the official journal, Teaching of Psychology, of Division Two of the American Psychological Association.
Author: Dana S. Dunn
Publisher: Oxford University Press
ISBN: 9780199703050
Category : Psychology
Languages : en
Pages : 416
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Book Description
Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences.
