Praise for A Guide To Teaching Introductory Psychology

Transcription

1 Praise for A Guide To Teaching Introductory Psychology No course is more important to our discipline than the introductory psychology class. Sandra Goss Lucas, the coordinator for Introductory Psychology at the University of Illinois, brings together the collective wisdom of her years of experience in teaching and teacher training to deliver a wonderfully useful book. If department heads want to evidence a genuine commitment to teaching, they should give this book to all faculty and graduate students involved in the teaching of this course. It is a treasure house of good ideas from a great teacher. Ludy T. Benjamin, Jr., Texas A&M University Sandra Goss Lucas s book, A Guide to Teaching Introductory Psychology, will be invaluable for those teaching intro psych for the first time, and even old codgers who have taught intro psych more than 50 times will find new useful and interesting ideas. My copy has Good, Neat and other laudatory comments on the margins of many pages. W. J. McKeachie, University of Michigan Sandy Goss Lucas offers instructors of Introductory Psychology a fully equipped, functional toolbox, filled with specific, concrete details that can immediately be applied in teaching. This toolbox will be most helpful to instructors teaching the course for the first time, who will undoubtedly breathe a sigh of relief when they realize that, far from being alone and isolated, they are part of large group of people who readily share their approaches, innovations, practices, and challenges. Seasoned instructors will also find much in this book that will be valuable to them, because the advice offered by Goss Lucas, the selection of topics, and her concrete suggestions are all deeply informed by classroom experience knows what works and what does not. Even more important than the rich content of this book are the values and dedication that infuse the way Goss Lucas discusses teaching, particularly its more challenging aspects. She models how a caring, thoughtful instructor can apply high standards while making the Introductory Psychology course engaging, challenging, and useful for the students. Goss Lucas shows how to set the right tone in a classroom and she does so herself in this book. Robert W. Hendersen, Grand Valley State University A Guide to Teaching Introductory Psychology Sandra Goss Lucas 2008 by Sandra Goss Lucas ISBN:

2 Teaching Psychological Science Series editors: William Buskist and Douglas A. Bernstein The Teaching Psychological Science series focuses on critical aspects of teaching core courses in psychology. The books share ideas, tips, and strategies for effective teaching and offer all the pedagogical tools an instructor needs to plan the course in one handy and concise volume. Written by outstanding teachers and edited by Bill Buskist and Doug Bernstein, who are themselves well-respected authors and teachers, each book provides a wealth of concrete suggestions not found in other volumes, a clear roadmap for teaching, and practical, concrete, hands-on tips for novice teachers and experienced instructors alike. Each book includes Ideas for beginning the course Sample lecture outlines for the entire course Examples and applications that link the course content to everyday student experience Classroom demonstrations and activities with an emphasis on promoting active learning and critical thinking Discussion of sensitive and difficult-to-teach topics and ethical issues likely to be encountered throughout the semester Course-specific options for evaluating student performance A chapter on available resources for teaching the course 1. A Guide to Teaching Research Methods in Psychology Bryan K. Saville 2. A Guide to Teaching Introductory Psychology Sandra Goss Lucas 3. A Guide to Teaching Developmental Psychology Elizabeth Brestan and Ember Lee

3 A Guide to Teaching Introductory Psychology Sandra Goss Lucas

4 2008 by Sandra Goss Lucas BLACKWELL PUBLISHING 350 Main Street, Malden, MA , USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Sandra Goss Lucas to be identified as the author of this work has been asserted in accordance with the UK Copyright, Designs, and Patents Act All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks, or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. First published 2008 by Blackwell Publishing Ltd Library of Congress Cataloging-in-Publication Data Goss Lucas, Sandra. A guide to teaching introductory psychology / Sandra Goss Lucas. p. cm. (Teaching psychological science; 2) Includes bibliographical references and index. ISBN (hardcover : alk. paper) ISBN (pbk. : alk. paper) 1. Psychology Study and teaching. I. Title. BF77.G dc A catalogue record for this title is available from the British Library. Set in 10.5/12.5pt Sabon by Graphicraft Limited, Hong Kong Printed and bound in Singapore by C.O.S. Printers Pte Ltd The publisher s policy is to use permanent paper from mills that operate a sustainable forestry policy, and which has been manufactured from pulp processed using acid-free and elementary chlorine-free practices. Furthermore, the publisher ensures that the text paper and cover board used have met acceptable environmental accreditation standards. For further information on Blackwell Publishing, visit our website at

5 Contents Series Editors Preface Acknowledgments viii xi 1. An Introduction to Introductory Psychology 1 What is Introductory Psychology? 2 What Do I Teach? 3 How Do I Teach? 11 Who Are Your Introductory Psychology Students? 15 Using This Book 17 In Summary 21 References and Further Reading Getting Ready to Teach 24 Beginning to Plan 24 The Course Syllabus 26 Evaluating Student Learning 28 Managing Your Classroom 35 The First Days of Class 40 Summary 44 References and Further Reading Introduction, Research Methods, Culture 48 Getting Started 48 Teaching the Content 52 v

6 vi Contents Classroom Tips 55 References 61 Additional Suggested Readings for Instructors Human Development 62 Getting Started 62 Teaching the Content 65 Classroom Tips 70 References 74 Additional Suggested Readings for Instructors Biological Psychology 76 Getting Started 76 Teaching the Content 79 Classroom Tips 81 References 91 Additional Suggested Readings for Instructors Sensation and Perception 92 Getting Started 92 Teaching the Content 96 Classroom Tips 103 References 115 Additional Suggested Readings for Instructors Consciousness, Motivation, and Emotion 117 Getting Started 117 Teaching the Content 122 Classroom Tips 132 References 140 Additional Suggested Readings for Instructors Learning and Memory 144 Getting Started 144 Teaching the Content 147 Classroom Tips 155 References 166 Additional Suggested Readings for Instructors Cognition, Language, and Cognitive Abilities 168 Getting Started 168 Teaching the Content 172 Classroom Tips 183

7 Contents vii References 192 Additional Suggested Readings for Instructors Health, Stress, Coping, and Personality 196 Getting Started 196 Teaching the Content 201 Classroom Tips 209 References 220 Additional Suggested Readings for Instructors Mental Disorders and Therapies 222 Getting Started 222 Teaching the Content 227 Classroom Tips 235 References 242 Additional Suggested Readings for Instructors Social Psychology 244 Getting Started 244 Teaching the Content 248 Classroom Tips 256 References 267 Additional Suggested Readings for Instructors Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271 Reflections During the Semester 271 The Last Class Session 274 End-of-Term Reflections 276 Self-Evaluation 278 Tips From Experienced Teachers 279 Some Final Thoughts 282 References 283 Appendix: Professional Development Resources in the Teaching of Psychology 285 Index 292

8 Series Editors Preface As the best teachers among us can surely attest, teaching at the college and university level is no easy task. Even psychology, as inherently interesting as it may be, is a difficult subject to teach well. Indeed, being an effective teacher of any discipline requires a steadfast commitment to self-improvement as a scholar, thinker, and communicator over the long haul. No one becomes a master teacher overnight. Compared to other disciplines, though, psychology has been way ahead of the curve when it comes to taking its teaching seriously. The Society for the Teaching of Psychology ( was founded in 1946 and continues to be a powerful force in supporting the teaching of psychology in high schools, community colleges, and four-year schools. The annual National Institute on the Teaching of Psychology, or as it is more informally known, NITOP ( has been featuring an impressive venue of pedagogical presentations for the past 30 years. In addition, several annual regional teaching of psychology conferences offer a variety of talks, workshops, and poster sessions on improving one s teaching. Psychologists have also led the way in writing books on effective teaching. Perhaps the most well-known among these texts is McKeachie s (2006) Teaching Tips, now in its 12th edition (the first edition was published in 1951!). Although McKeachie wrote Teaching Tips for all teachers, regardless of discipline, other books focused

9 Series Editors Preface ix specifically on teaching psychology have appeared in the past several years (e.g., Buskist & Davis, 2006; Davis & Buskist, 2002; Forsyth, 2003; Goss Lucas & Bernstein, 2005). The common theme across these books is that they offer general advice for teaching any psychology course, and in McKeachie s case, for teaching any college course. Blackwell s Teaching Psychological Science series differs from existing books. In one handy and concise source, each book provides all an instructor needs to help her in her course. Each volume in this series targets a specific course: introductory psychology, developmental psychology, research methods, statistics, behavioral neuroscience, memory and cognition, learning, abnormal behavior, and personality and social psychology. Each book is authored by accomplished, well-respected teachers who share their best strategies for teaching these courses effectively. Each book in the series also features advice on how to teach particularly difficult topics; how to link course content to everyday student experiences; how to develop and use class presentations, lectures, and active learning ideas; and how to increase student interest in course topics. Each volume ends with a chapter that describes resources for teaching the particular course focused on in that book, as well as an appendix on widely available resources for the teaching of psychology in general. The Teaching Psychological Science series is geared to assist all teachers at all levels to master the teaching of particular courses. Each volume focuses on how to teach specific content as opposed to processes involved in teaching more generally. Thus, veteran teachers as well as graduate students and new faculty will likely find these books a useful source of new ideas for teaching their courses. As editors of this series, we are excited about the prospects these books offer for enhancing the teaching of specific courses within our field. We are delighted that Wiley Blackwell shares our excitement for the series and we wish to thank our Editor Christine Cardone and our Development Project Manager Sarah Coleman for their devoted work behind the scenes to help us bring the series to fruition. We hope that you find this book, and all the books in the series, a helpful and welcome addition to your collection of teaching resources. Douglas J. Bernstein William Buskist April 2007

10 x Series Editors Preface References Buskist, W., & Davis, S. F. (Eds.) (2006). Handbook of the teaching of psychology. Boston: Blackwell. Davis, S. F., & Buskist, W. (Eds.) (2002). The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer. Mahwah, NJ: Erlbaum. Forsyth, D. R. (2003). The professor s guide to teaching: Psychological principles and practices. Washington, DC: American Psychological Association. Goss Lucas, S., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Erlbaum. McKeachie, W. J. (2006). McKeachie s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston: Houghton Mifflin. Perlman, B., McCann, L. I., & Buskist, W. (Eds.) (2005). Voices of NITOP: Memorable talks from the National Institute on the Teaching of Psychology. Washington, DC: American Psychological Society. Perlman, B., McCann, L. I., & McFadden, S. H. (2004). Lessons learned: Practical advice for the teaching of psychology (Volume 2). Washington, DC: American Psychological Society.

11 Acknowledgments This book would not have been possible without the patience and help of many people. Doug Bernstein, my mentor and my friend, unselfishly edited every chapter I wrote. We have worked together for many years and I am appreciative of the time he takes to help, his excellent editing skills, and his uncanny ability to ask just the right question to trigger a deeper level of thinking. Thanks to both Doug Bernstein and Bill Buskist, coeditors of the series, who asked me to write this volume and who were extremely patient and understanding, as I balanced writing this book with my other academic responsibilities. And thanks to Chris Cardone, the Blackwell psychology editor, for her patience and her suggestions and integration of the reviews that helped me refocus and make the book a better one. Ludy Benjamin shared his wonderful bibliography on teaching introductory psychology which was critical in putting the introductory psychology course in historical perspective. As an undergraduate history major, I enjoyed reading the views on teaching and course construction of the early teachers of the first course in psychology. Thanks, Ben. Houghton Mifflin graciously allowed me to include many of the active learning activities that I have used, some of which I developed,

12 Acknowledgments xii from the Instructor s Resource Manual accompanying Bernstein, Penner, Clarke-Steward, and Roy s Psychology, 7th edition. Thank you to the reviewers of the initial draft for your helpful and insightful comments. Many of your suggestions have been incorporated throughout the book. And finally, thanks to my husband, Dave, who balanced our family life and made time for me to write. I love you.