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Undergraduate education in psychology: A blueprint for the future of the discipline.

DOI: 10.1037/12063-000

Publisher: American Psychological Association - American Psychological Association

Aug 9, 2010

1 - 10 of 10 Chapters

LitStream

Psychologically literate citizens.

McGovern, Thomas V.; Corey, Laurie; Cranney, Jacquelyn; Dixon, Wallace E.; Holmes, Jeffrey D.; Kuebli, Janet E.; Ritchey, Kristin A.; Smith, Randolph A.; Walker, Sheila J.

Pages: 9 –27

In this lead chapter, we synthesize important findings and recommendations from task force reports, spotlighting what must be basic reading for departmental program efforts in support of psychological literacy. Our goal is to broaden faculty horizons by describing exciting efforts on behalf of...
LitStream

Toward a scientist-educator model of teaching psychology.

Bernstein, Daniel J.; Addison, William; Altman, Cindy; Hollister, Debra; Komarraju, Meera; Prieto, Loreto; Rocheleau, Courtney A.; Shore, Cecilia

Pages: 29 –45

At some point in the distant past, teaching undergraduate psychology was straightforward. A college professor with a doctorate in psychology gave lectures to a group of young people whose main occupation was being a student. Today, psychologists' vision of what it means to be a quality instructor...
LitStream

The undergraduate psychology curriculum: Call for a core.

Dunn, Dana S.; Brewer, Charles L.; Cautin, Robin L.; Gurung, Regan A. R.; Keith, Kenneth D.; McGregor, Loretta N.; Nida, Steve A.; Puccio, Patricia; Voigt, Mary Jean

Pages: 47 –61

In this chapter, we discuss the need for curricular reform, advocate a curricular model that affirms basic past assumptions and integrates recent scholarship, and make concrete curricular recommendations for faculty and administrators of undergraduate psychology departments. We wish to make our...
LitStream

Psychology students today and tomorrow.

Littleford, Linh Nguyen; Buskist, William; Frantz, Susan M.; Galvan, Dennis B.; Hendersen, Robert W.; McCarthy, Maureen A.; Page, Melanie C.; Puente, Antonio E.

Pages: 63 –79

In this chapter, we provide information and suggestions relevant to domains about which postsecondary institutions need to be knowledgeable to ensure that students from all backgrounds, disability statuses, and other personal characteristics subject to stereotyping have access to higher education...
LitStream

When and where people learn psychological science: The sun never sets.

Ewing, Ann T.; Andre, Jeffrey; Blair-Broeker, Charles T.; Fineburg, Amy C.; Daniel, Jessica Henderson; Higa, Jennifer J.; Macias, Salvador; Weaver, Kenneth A.

Pages: 81 –93

When and where do people learn about psychology? In this chapter, we suggest that the sun never sets on the teaching and learning of psychological science. The term psychological science emphasizes the scientific nature of the discipline. Psychological science is communicated in a variety of...
LitStream

A contextual approach to teaching: Bridging methods, goals, and outcomes.

Chew, Stephen L.; Bartlett, Robin M.; Dobbins, James E.; Hammer, Elizabeth Yost; Kite, Mary E.; Loop, Trudy Frey; Mclntyre, Julie Guay; Rose, Karen C.

Pages: 95 –112

The number and variety of teaching methods are virtually endless and, given technological advances, ever increasing. As an exercise, we eight authors were able to generate a list of over 90 different methods from memory, but there are certainly many more. Given the large number, instructors are...
LitStream

Teaching and learning in a digital world.

Millis, Keith; Baker, Suzanne; Blakemore, Judith E. Owen; Connington, Fred; Harper, Yolanda Y.; Hung, Wei-Chen; Kohn, Art; Stowell, Jeffrey

Pages: 113 –128

How is technology changing undergraduate education? There can be little doubt about the power of technology to change the world. As technology has become smaller, faster, and more affordable, people have altered the way they obtain information, organize their lives, and communicate. The question...
LitStream

Promising principles for translating psychological science into teaching and learning.

Worrell, Frank C.; Casad, Bettina J.; Daniel, David B.; McDaniel, Mark; Messer, Wayne S.; Miller, Harold L.; Prohaska, Vincent; Zlokovich, Martha S.

Pages: 129 –144

Where do effective teaching and learning come from? Possible sources include trial and error, word of mouth, the research literature, and even dumb luck. Our predecessors who took on the improvement of teaching and learning at the St. Mary's conference in 1991 (Mathie et al., 1993) advocated the...
LitStream

Desired outcomes of an undergraduate education in psychology from departmental, student, and societal perspectives.

Landrum, R. Eric; Beins, Bernard C.; Bhalla, Mukul; Brakke, Karen; Briihl, Deborah S.; Curl-Langager, Rita M.; Pusateri, Thomas P.; Van Kirk, Jaye Jang

Pages: 145 –160

What are the desired outcomes of an undergraduate education in psychology? It is vital to identify the desired outcomes that benefit departments, students, and society, because the pursuit of these goals helps psychology educators achieve the best possible learning experience for their students....
LitStream

Principles for quality undergraduate education in psychology.

Halpern, Diane F.; Anton, Barry; Beins, Bernard C.; Bernstein, Daniel J.; Blair-Broeker, Charles T.; Brewer, Charles L.; Buskist, William; Casad, Bettina J.; Dixon, Wallace E.; Harper, Yolanda Y.; Hailstorks, Robin; Kite, Mary E.; Puccio, Patricia; Rocheleau, Courtney A.

Pages: 161 –173

As members of the Steering Committee for the 2008 National Conference on Undergraduate Education in Psychology, we realize that the future of our discipline depends on quality undergraduate programs that prepare students for advanced study in psychology. Our concern with quality education in...

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