A guide to an evidence-based approach for teaching college-level psychology courses
Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today’s student population, this book offers guidance for culturally responsive, ethical teaching.
The text explores techniques for teaching critical thinking, qualitative and quantitative reasoning, written and oral communication, information and technology literacy, and collaboration and teamwork. The authors explain how to envision the learning objectives teachers want their students to achieve and advise how to select assessments to evaluate if the learning objectives are being met. This important resource:
* Offers an evidence-based approach designed to help graduate students and new instructors embrace a student-centered approach to teaching;
* Contains a wealth of examples of effective student-centered teaching techniques;
* Surveys current findings from the Scholarship of Teaching and Learning;
* Draws on the American Psychological Association’s five broad goals for the undergraduate Psychology major and shows how to help students build life-long skills; and,
* Introduces Universal Design for Learning as a framework to support diverse learners.
Teaching Psychology offers an essential guide to evidence-based teaching and provides practical advice for becoming an effective teacher. This book is designed to help graduate students, new instructors, and those wanting to update their teaching methods. It is likely to be particularly useful for instructors in psychology and other social science disciplines.
关于作者
JILLIAN GROSE-FIFER, Ph D, is a cognitive neuroscientist and Associate Professor of Psychology at John Jay College of Criminal Justice and The Graduate Center, City University of New York (CUNY).
PATRICIA J. BROOKS, Ph D, is a developmental psychologist and Professor of Psychology at the College of Staten Island and The Graduate Center, City University of New York (CUNY).
MAUREEN O’CONNOR, Ph D, JD, is President of Palo Alto University (PAU), an institution dedicated to education and research in psychology and counseling.
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