The Oxford handbook of undergraduate psychology education /
Handbook of undergraduate psychology education Undergraduate psychology education
edited by Dana S. Dunn.
- xxiv, 927 pages : illustrations ; 27 cm.
- Oxford library of psychology .
- Oxford library of psychology. .
Includes bibliographical references and index.
Background and Introduction -- Psychology education: An overview of opportunities / Teaching psychology: Reflecting on the art and science of quality pedagogy / Origins of teaching psychology in America / Disciplinary initiatives in psychology education: Retrospect and prospect / Pedagogy and Practice Issues -- Designing the psychology course: Syllabus, readings, and assignments / Smart starts and happy endings: Wise choices for the first and last days of class / Teaching critical thinking to promote learning / Evaluating learning: Designing effective quizzes, tests, and final exams for psyschology courses / The head of the class: Classroom management and presentation choices / Becoming an excellent teacher / Ethical teaching in the classroom and beyond / Teaching about diversity across the undergraduate psychology curriculum / Teaching laboratory courses in psychology / Addressing the needs of nontraditional students in psychology / Service learning and psychology / Conducting and applying the scholarship of teaching and learning / Teaching writing for psychology courses / Speaking well: Promoting effective oral presentation skills across the psychology curriculum / Collaboration: Student-faculty research / Directing undergraduate research in independent studies, honors, and thesis projects / Mentoring undergraduates in research / Teaching the Topical Areas -- Introductory psychology: Unique challenges and opportunities / Teaching research methods / Statistics and psychometrics / Psychology and neuroscience: Teaching the neural basis of behavior / Animal behavior / Experimental psychology / Using science to teach science: Applying the scientific method in teaching physiological psychology / Teaching cognitive science / Psychology of adjustment: An opportunity for teaching and promoting psychological literacy / Clinical and counseling psychology / Abnormal psychology / Teaching child and adolescent development / The joys and challenges of teaching social psychology / Teaching personality psychology / Teaching health psychology / Teaching the history of psychology: Aims, approaches, and debates / Human sexuality / Teaching psychology of the workplace / Psychology of women / Strategies and resources for teaching psychology of religion / Positive psychology / Teaching cultural psychology / Teaching forensic clinical psychology / Teaching the psychology and law class / Sport psychology / Teaching the psychology of men and masculinity to undergraduates / Dana S. Dunn -- Dana S. Dunn and Jamie G. McMinn -- Jennifer L. Bazar -- Jane S. Halonen -- Kenneth D. Keith -- Elliot D. Hammer -- Amanda H.R. Franco, Heather A. Butler and Diane F. Halpern -- Kevin J. Apple -- Beth M. Schwartz and Amy C. Fineburg -- William Buskist and Jared W. Keeley -- Mitchell M. Handelsman and William Douglas Woody -- Mary E. Kite and Linh Nguyen Littleford -- Jeffrey D. Holmes and Bernard C. Beins -- Mukul Bhalla, Diane Finley and Radhika Krishnadas -- Michelle E. Schmidt and Stacey B. Zaremba -- Regan A.R. Gurung -- Randolph A. Smith -- Dana S. Dunn, Jane S. Halonen, Suzanne C. Baker, and Maureen A. McCarthy -- Richard L. Miller -- Stephen L. Chew -- Lisabeth Fisher DiLalla -- Jeffrey R. Stowell -- Jennifer Stiegler-Balfour -- Wayne Weiten and Jeremy Ashton Houska -- Bryan K. Saville -- Maureen A. McCarthy and Bernard C. Beins -- Gary Muir and Erik Wiertelak -- Suzanne C. Baker and Catherine Franssen -- Howard Iver Thorsheim -- Sarah K. Johnson and Gretchen Hanson Gotthard -- Robert J. Sternberg and Karin Sternberg -- Dana S. Dunn, Wayne Weiten, and Elizabeth Yost Hammer -- Mark J. Sciutto -- Susan Nolan, Paige H. Fisher, and Magdalena Galazyn -- David B. Daniel and Aaron S. Richmond -- Kathryn A. Morris and R. Brian Giesler -- Marianne Miserandino -- Regan A.R. Gurung and Elise M. Rittenhouse -- Wade Pickren and Alexandra Rutherford -- Elizabeth Yost Hammer -- Tracy E. Zinn -- Florence Denmark and Michele Paludi -- Michael E. Nielsen and Christopher F. Silver -- Jaime Kurtz -- Beth Morling -- Matthew T. Huss and Vince Flynn -- Elizabeth Swenson -- Shane M. Murphy and Annemarie I. Murphy -- Ronald F. Levant and Katherine Richmond -- Part One. 1. 2. 3. 4. Part Two. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. Using technology effectively in the psychology classroom / 23. Teaching online courses in psychology / Part Three. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. Preparing Students for Life after Graduation -- Psychology applied: Undergraduate internships and field placements / Career development courses: Preparing psychology majors for the workplace / Advising students about graduate school in nonpsychology fields / Taking time Off between college and graduate school: Guidance and recommendations / Administrative Matters and Career Issues -- Preparing for teaching-oriented, tenure-track jobs: The role of postdoctoral, adjunct, and visiting positions / Character strengths for well-being in academic life work and relationships / Seeking balance in one's early career: Teaching, research, service, and private life / Becoming a better writer about psychology / Applying the portfolio model of adaptability: A career guide to managing academic environments and departmental politics / Structuring the psychology curriculum: Balancing breadth, depth, and currency / Chairing the academic department / Assessing the psychology curriculum: A primer for faculty and administrators / Academic program reviews in psychology / Preparing for postcampus life: Late career issues and retirement / Emerging Topics -- How to create a better future using the quality principles for undergraduate education / Psychological literacy in undergraduate psychology education / Psychology as a STEM discipline: Issues and prospects for undergraduate education / The promise of psychology education / Monica Reis-Bergan -- R. Eric Landrum -- Susan R. Burns -- Jared W. Keeley -- Debra Mashek, Diana M. Milillo, and Jennifer M. Tomlinson -- Thomas McGovern -- Steven Prentice-Dunn -- Andrew N. Christopher, Pam Marek, and Kevin L. Zabel -- Frederick T.L. Leong, Siddharth Chandra, and Madhur Chandra -- Dana S. Dunn and Jamie G. McMinn -- Michael L. Stoloff, Nathalie Coté and Martin Heesacker -- Claudia J. Stanny -- Dana S. Dunn, Jane S. Halonen, Suzanne C. Baker, and Maureen A. McCarthy -- G. William Hill IV -- Part Six. Diane F. Halpern and Heather A. Butler -- Jacquelyn Cranney, Suzanne Morris, and Lorayne Botwood -- Tyler S. Lorig and William B. Dragoin -- Dana S. Dunn. Part Four. 50. 51. 52. 53. Part 5. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67.
"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"--