INTRODUCTORY PSYCHOLOGY TEACHING PRIMER Early Career ...

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CHAPTER 10: DEVELOPMENTAL……………………………………………... Carrie M. Brown Agnes Scott College CHAPTER 11: HEALTH, EMOTION, & MOTIVATION………………………… Amanda Whitworth Bequette Missouri Institute of Mental Health – University of Missouri-St. Louis CHAPTER 12: PERSONALITY…………………………………………………. Sadie Leder High Point University CHAPTER 13: SOCIAL………………………………………………………... Stephanie Afful Fontbonne University CHAPTER 14: ABNORMAL & THERAPY……………………………………… Jared Keeley Mississippi State University p. 47 p. 53 p. 59 p. 64 p. 68 2
Chapter 1: Introduction Regan A. R. Gurung University of Wisconsin – Green Bay You have to teach the introductory psychology course for the very first time and have a finite and limited amount of time to do so. How do you begin? What do you need? This primer is designed to answer these questions. If you are a graduate student or new faculty member approaching this course for the very first time, we have something for you. Introductory psychology is perhaps one of the most difficult courses to teach within the psychology curriculum. Not only does it involve covering the breath of the discipline, something that instructors trained in specific areas are not naturally prepared to do, it also involves teaching students who vary in interests and who lack proficiency in essential skills such as quantitative and informational literacy. Many students take the introductory psychology course primarily to satisfy general education requirements, and only a portion of students carry on to major in psychology. Unlike students in upper level psychology classes, intro students have had little, if any, prior exposure to psychology. Given the importance of the introductory psychology class in American education (approximately 1.7 million students take this class every year) it is perhaps prudent for the premier organization for the teaching of psychology, the Society of the Teaching of Psychology (STP), to provide guidelines for this course and prepare an explicit statement to aid teachers of this course. STP’s Executive Committee charged the <strong>Early</strong> <strong>Career</strong> Psychologists group to create a primer to aid those teaching introductory psychology. This document is the result of their labors. Corresponding to the magnitude of the task of teaching the introductory course, there are many resources to teach the class. STP’s own resources (OTRP, Project Syllabus, TOPIX) and issues of Teaching of Psychology, together with many volumes on teaching the class (e.g., Dunn & Chew, 2005; Dunn et al., 2010; Goss Lucas & Bernstein, 2005) provide a variety of activities and assignments to aid the intro psychology teacher. Unfortunately, the volume of help available paradoxically may frustrate the novice teacher. Many graduate students, adjunct instructors, lecturers, and even junior faculty, are often thrust into teaching the introductory course with insufficient training, time, or both. When added to already challenging work schedules and the stressors of the academic life, the novice introductory psychology teacher may be overwhelmed 3
Page 1 and 2: TEACHING SOCIAL RESEARCH CORRELATIO
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Page 7 and 8: Buskist, W., & Benassi, V. A. (2012
Page 9 and 10: POSSIBLE ASSESSMENTS (Out of Class)
Page 11 and 12: CAREERS: COVERAGE SUGGESTIONS Some
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Page 17 and 18: introduce the course and underscore
Page 19 and 20: Hall, S. S., & Seery, B. L. (2006).
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Page 23 and 24: Sheldon, J. P. (2000). A neuroanato
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Page 27 and 28: Lawson, T. J. (1994). The media ass
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Page 33 and 34: Chapter 7: Sensation & Perception E
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Page 37 and 38: ate the three drinks differently. A
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Chapter 11: Health Psychology, Emot
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Sumner, K. (2003). Constructing a f
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RELEVANT TOP ARTICLES (Annotated Bi
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Chapter 12: Personality COVERAGE SU
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ACTIVITIES & TECHNIQUES (In Class)
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LINKS TO ToPIX MATERIALS Classroom
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LEARNING OBJECTIVES (cont) 8.2: Ex
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Morris, K.A., & Ashburn-Nardo, L. (
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POSSIBLE ASSESSMENTS (Out of Class)
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THERAPY: COVERAGE SUGGESTIONS 1 cla
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LINKS TO ToPIX MATERIALS Activities
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