Transforming introductory psychology: expert advice on teacher training, course design, and student success
"Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. The recommendations stem from an initiative of the American Psychological Association, which seeks to make...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Washington, DC
American Psychological Association
[2022]
|
| Schlagworte: | |
| Zusammenfassung: | "Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. 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. 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. Given the diverse purposes served by the introductory psychology course, this work is a must-have for every psychology department and every person who teaches introductory psychology"-- |
| Beschreibung: | xv, 311 Seiten Illustrationen 23 cm |
| ISBN: | 9781433834721 |
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| 505 | 8 | 0 | |t Why Introductory Psychology? |r Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann |t Designing the Introductory Psychology Course: an Evidence-Informed Framework |r Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond |t Measuring Meaningful Learning in Introductory Psychology: the IPI Student Learning Outcomes |r Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz |t Assessing Student Learning Outcomes in Introductory Psychology |r Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz |t Navigating the Nuances of Teaching Introductory Psychology: a Roadmap for Implementing Evidence-Based Instructional Methods |r Danae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman |t Successful Psychology Course: Transformative Skills in Introductory Psychology |r Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann |t Changing the Paradigm: Support and Development for Teachers of Intoductory Phychology |r Melissa J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan D. Troisi |t Teaching Introductory Psychology as a High School Elective: Davis High School |r Kristin H. Whitlock |t Teaching Introductory Psychology to Students of Varying Ages: Cascadia College |r Garth Neufeld |t Teaching Introductory Psychology with Revised Standards: Lehigh Carbon Community College |r Robin Musselman |
| 505 | 8 | 0 | |t Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College |r Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor |t Teaching Introductory Psychology in a Small University: McKendree University |r Guy A. Boysen |t Teaching Introductory Psychology to a Homogenous Student Population: Samford University |r Stephen L. Chew |t Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College |r Shani N. Harris, Kai M. McCormack, Angela Harris-Watkins, Juanchella Grooms Francis, and Karen Brakke |t Teaching Introductory Psychology When Classes Have Uneven Enrollment: the University of Tennessee |r Erin E. Hardin |t Teaching Introductory Psychology in Large Classes: Missouri State University |r Danae L. Hudson |t Teaching Introductory Psychology When the Department Is Growing: Oregon State University |r Regan A. R. Gurung |
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Datensatz im Suchindex
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| author2 | Gurung, Regan A. R. Neufeld, Garth |
| author2_role | edt edt |
| author2_variant | r a r g rar rarg g n gn |
| author_GND | (DE-588)1212118960 |
| author_additional | Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz Danae L. Hudson, Aaron S. Richmond, Bridgette Martin Hard, Dana S. Dunn, and Robin Musselman Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann Melissa J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan D. Troisi Kristin H. Whitlock Garth Neufeld Robin Musselman Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor Guy A. Boysen Stephen L. Chew Shani N. Harris, Kai M. McCormack, Angela Harris-Watkins, Juanchella Grooms Francis, and Karen Brakke Erin E. Hardin Danae L. Hudson Regan A. R. Gurung |
| author_facet | Gurung, Regan A. R. Neufeld, Garth |
| building | Verbundindex |
| bvnumber | BV047489790 |
| contents | Why Introductory Psychology? Designing the Introductory Psychology Course: an Evidence-Informed Framework Measuring Meaningful Learning in Introductory Psychology: the IPI Student Learning Outcomes Assessing Student Learning Outcomes in Introductory Psychology Navigating the Nuances of Teaching Introductory Psychology: a Roadmap for Implementing Evidence-Based Instructional Methods Successful Psychology Course: Transformative Skills in Introductory Psychology Changing the Paradigm: Support and Development for Teachers of Intoductory Phychology Teaching Introductory Psychology as a High School Elective: Davis High School Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Teaching Introductory Psychology with Revised Standards: Lehigh Carbon Community College Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College Teaching Introductory Psychology in a Small University: McKendree University Teaching Introductory Psychology to a Homogenous Student Population: Samford University Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College Teaching Introductory Psychology When Classes Have Uneven Enrollment: the University of Tennessee Teaching Introductory Psychology in Large Classes: Missouri State University Teaching Introductory Psychology When the Department Is Growing: Oregon State University |
| ctrlnum | (OCoLC)1284787457 (DE-599)BVBBV047489790 |
| format | Book |
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| id | DE-604.BV047489790 |
| illustrated | Illustrated |
| index_date | 2024-07-03T18:15:06Z |
| indexdate | 2024-07-10T09:13:31Z |
| institution | BVB |
| isbn | 9781433834721 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032891105 |
| oclc_num | 1284787457 |
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| owner | DE-12 |
| owner_facet | DE-12 |
| physical | xv, 311 Seiten Illustrationen 23 cm |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | American Psychological Association |
| record_format | marc |
| spelling | Transforming introductory psychology expert advice on teacher training, course design, and student success edited by Regan A. R. Gurung & Garth Neufeld Washington, DC American Psychological Association [2022] xv, 311 Seiten Illustrationen 23 cm txt rdacontent n rdamedia nc rdacarrier Why Introductory Psychology? Stephen L. Chew, Karen Z. Naufel, Guy A. Boysen, Katherine Wickes, and Jerry Rudmann Designing the Introductory Psychology Course: an Evidence-Informed Framework Bridgette Martin Hard, Dana S. Dunn, Robin Musselman, Danae L. Hudson, and Aaron S. Richmond 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 Assessing Student Learning Outcomes in Introductory Psychology Jane S. Halonen, Jennifer L. W. Thompson, Kristin H. Whitlock, R. Eric Landrum, and Sue Frantz 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 Successful Psychology Course: Transformative Skills in Introductory Psychology Stephen L. Chew, Guy A. Boysen, Karen Z. Naufel, Katherine Wickes, and Jerry Rudmann Changing the Paradigm: Support and Development for Teachers of Intoductory Phychology Melissa J. Beers, William S. Altman, Elizabeth Yost Hammer, Erin E. Hardin, and Jordan D. Troisi Teaching Introductory Psychology as a High School Elective: Davis High School Kristin H. Whitlock Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Garth Neufeld Teaching Introductory Psychology with Revised Standards: Lehigh Carbon Community College Robin Musselman Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College Jerry Rudmann, Kari Tucker, Michael Cassens, Benjamin Mis, and Yemmy Taylor Teaching Introductory Psychology in a Small University: McKendree University Guy A. Boysen Teaching Introductory Psychology to a Homogenous Student Population: Samford University Stephen L. Chew Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College Shani N. Harris, Kai M. McCormack, Angela Harris-Watkins, Juanchella Grooms Francis, and Karen Brakke Teaching Introductory Psychology When Classes Have Uneven Enrollment: the University of Tennessee Erin E. Hardin Teaching Introductory Psychology in Large Classes: Missouri State University Danae L. Hudson Teaching Introductory Psychology When the Department Is Growing: Oregon State University Regan A. R. Gurung "Each year, well over a million undergraduate students take an introductory psychology course. This edited volume presents recommendations for designing and teaching this important course. 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. 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. Given the diverse purposes served by the introductory psychology course, this work is a must-have for every psychology department and every person who teaches introductory psychology"-- Psychologiestudium (DE-588)4047705-8 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf Psychology / Study and teaching (Higher) Psychologiestudium (DE-588)4047705-8 s Didaktik (DE-588)4070463-4 s DE-604 Gurung, Regan A. R. (DE-588)1212118960 edt Neufeld, Garth edt Erscheint auch als Online-Ausgabe 978-1-4338-3728-9 |
| spellingShingle | Transforming introductory psychology expert advice on teacher training, course design, and student success Why Introductory Psychology? Designing the Introductory Psychology Course: an Evidence-Informed Framework Measuring Meaningful Learning in Introductory Psychology: the IPI Student Learning Outcomes Assessing Student Learning Outcomes in Introductory Psychology Navigating the Nuances of Teaching Introductory Psychology: a Roadmap for Implementing Evidence-Based Instructional Methods Successful Psychology Course: Transformative Skills in Introductory Psychology Changing the Paradigm: Support and Development for Teachers of Intoductory Phychology Teaching Introductory Psychology as a High School Elective: Davis High School Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Teaching Introductory Psychology with Revised Standards: Lehigh Carbon Community College Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College Teaching Introductory Psychology in a Small University: McKendree University Teaching Introductory Psychology to a Homogenous Student Population: Samford University Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College Teaching Introductory Psychology When Classes Have Uneven Enrollment: the University of Tennessee Teaching Introductory Psychology in Large Classes: Missouri State University Teaching Introductory Psychology When the Department Is Growing: Oregon State University Psychologiestudium (DE-588)4047705-8 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4047705-8 (DE-588)4070463-4 |
| title | Transforming introductory psychology expert advice on teacher training, course design, and student success |
| title_alt | Why Introductory Psychology? Designing the Introductory Psychology Course: an Evidence-Informed Framework Measuring Meaningful Learning in Introductory Psychology: the IPI Student Learning Outcomes Assessing Student Learning Outcomes in Introductory Psychology Navigating the Nuances of Teaching Introductory Psychology: a Roadmap for Implementing Evidence-Based Instructional Methods Successful Psychology Course: Transformative Skills in Introductory Psychology Changing the Paradigm: Support and Development for Teachers of Intoductory Phychology Teaching Introductory Psychology as a High School Elective: Davis High School Teaching Introductory Psychology to Students of Varying Ages: Cascadia College Teaching Introductory Psychology with Revised Standards: Lehigh Carbon Community College Teaching Introductory Psychology to Students with Varying Degrees of Readiness: Irvine Valley College Teaching Introductory Psychology in a Small University: McKendree University Teaching Introductory Psychology to a Homogenous Student Population: Samford University Teaching Introductory Psychology in a Historically Black Liberal Arts College for Women: Spelman College Teaching Introductory Psychology When Classes Have Uneven Enrollment: the University of Tennessee Teaching Introductory Psychology in Large Classes: Missouri State University Teaching Introductory Psychology When the Department Is Growing: Oregon State University |
| title_auth | Transforming introductory psychology expert advice on teacher training, course design, and student success |
| title_exact_search | Transforming introductory psychology expert advice on teacher training, course design, and student success |
| title_exact_search_txtP | Transforming introductory psychology expert advice on teacher training, course design, and student success |
| title_full | Transforming introductory psychology expert advice on teacher training, course design, and student success edited by Regan A. R. Gurung & Garth Neufeld |
| title_fullStr | Transforming introductory psychology expert advice on teacher training, course design, and student success edited by Regan A. R. Gurung & Garth Neufeld |
| title_full_unstemmed | Transforming introductory psychology expert advice on teacher training, course design, and student success edited by Regan A. R. Gurung & Garth Neufeld |
| title_short | Transforming introductory psychology |
| title_sort | transforming introductory psychology expert advice on teacher training course design and student success |
| title_sub | expert advice on teacher training, course design, and student success |
| topic | Psychologiestudium (DE-588)4047705-8 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Psychologiestudium Didaktik |
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