Related Papers
Teaching of Psychology Aspirational Model Teaching Criteria for Psychology
Guy Boysen
Teaching of Psychology
Aspirational Model Teaching Criteria for Psychology
In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation of learning experiences; and the assessment process. Specifically, the model encompasses six broad areas, namely training, instructional methods, assessment process, syllabi, content, and student evaluations of teaching. As a developmental tool, the model can serve as a self-guided course for self-assessment of educational practices and can help identify areas of potential development. It can prompt reflection about teaching strengths and weaknesses. The model can also be useful as a guiding structure for tenure and promotion.
GSTA_How we teach now_2017.pdf
Anna Schwartz, Rebecca A Weiss, Aaron S. Richmond, Teresa Ober, Aliza Panjwani
How We Teach Now provides an accessible introduction to student-centered teaching methods that aim to create varied learning opportunities for students to develop liberal arts and professional skills (such as critical thinking, oral and written communication, collaboration and teamwork) in addition to discipline-specific content knowledge. Chapters describe evidence-based teaching practices informed by a rich literature on the Scholarship of Teaching and Learning that emphasizes the value of active inquiry in fostering student learning and development. The chapters provide lesson plans as well as practical advice on how to shift one’s teaching away from teacher-centered methods, such as lecturing, to more effectively engage students in their own learning. Authors highlight the importance of building rapport and dialogue within the classroom, designing lessons and assessments with careful thought to purpose (i.e., using backward course design) and communicating the learning objectives to students, validating students’ diverse life experiences and background as relevant to their coursework, scaffolding difficult assignments to make them manageable, and using research as a context for cultivating interest in psychological science. The volume is intended for instructors interested in adopting state-of-the art teaching methods to help their students achieve their full potential. Contributors range from expert teachers to graduate student members of the Society for the Teaching of Psychology.
A Compendium of Scales for Use in the Scholarship of Teaching and Learning
A primer on scale development for the scholarship of teaching and learning research.
2015 •
Heather Hussey
One of the primary features of contemporary academic, professional, public, and personal life is a reliance on information and arguments involving numbers. This chapter includes an introduction to the steps involved in developing and validating instruments to collect numerical data for use in the study of teaching and learning (SoTL) research. Independent scholars must be able to evaluate quantitative evidence thoughtfully and critically as well as employ quantitative skills to make contributions in the workplace and to society. To become competent creators and consumers of quantitative research, readers must understand how numerical information is generated, summarized, evaluated, and represented. With these goals in mind, classical and modern test theories, reliability, validity, factor analysis, and other topics are covered in some detail in this chapter. However, it is crucial to note that this chapter is only a starting point for those who are interested in better understanding the use and creation of instruments in SoTL research. Further, many of the discussions lack the depth necessary to provide readers with the knowledge needed to begin to develop their own instruments. Only the most relevant topics are covered at a superficial level due to space limitations.
A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING EDITED BY
Heather Hussey, Angela Legg
Promoting student engagement
Web 2.0 applications to foster student engagement
2011 •
Jean Mandernach
ENHANCING INTERCULTURAL COMPETENCE THROUGH WRITING
Daniel Velasco
Given globalization, increasing awareness and sensitivity has become important activities for instructors. This chapter describes several intercultural communication activities that can serve as writing prompts that promote cultural sensitivity.
Inquiry
Assessing Critical Thinking about Values: A Quasi-Experimental Study
Mike Gillespie
Critical thinking and values are fundamental topics of interest in higher education. The current study is an empirical validation of a university’s effort to teach students to apply critical thinking to the recognition and articulation of values contained in focal essays. A Critical Thinking about Values Assessment (CTVA) is provided, which evaluates students’ responses regarding (1) key components of critical thinking, and (2) “critical thinking about values,” in response to the essays. These two criteria were assessed at the beginning and end of the semester as part of a naturally-occurring quasiexperiment. Results provide some support for the reliability and validity of the CTVA and suggest that the program has a tenuous relationship with students’ critical thinking, but a moderate to strong relationship with students’ ability to recognize and articulate values.
Online Submission
Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference (26th, Tarrytown, New York, March 23-24, 2012)
2012 •
Marya Carter
