Handbook for teaching introductory psychology Book

Contents: Preface. Section I: Issues and Approaches in Teaching Introductory Psychology. Part I: Structure of the Introductory Course. S.P. Chatman, E.T. Goetz, Improving Textbook Selection. B. Miller, B.F. Gentile, Introductory Course Content and Goals. Part II: Approaches to the Introductory Course: Techniques. E-A. Andrews, V.F. Gosse, R.S. Gaulton, R.I. Maddigan, Teaching Interactive Psychology at a Distance by Two-Way Interactive Video. L.T. Benjamin, Jr., Personalization and Active Learning in the Large Introductory Psychology Class. C.J. Goodwin, The Vital Role of Psychology's History in Introductory Courses: An Interview With Ludy T. Benjamin, Jr. A.F. Grasha, "Giving Psychology Away": Some Experiences Teaching Undergraduates Practical Psychology. H.C. Morlock, W.P. Gaeddert, N.B. McCormick, M.R. Merrens, L.C. Shaffer, T. Zandi, A Rotational Format for Team Teaching Introductory Psychology. S.M. Smith, A Method for Teaching Name Mnemonics. W.H. Zachry, How I Kicked the Lecture Habit: Inquiry Teaching in Psychology. Part III: Approaches to the Introductory Course: Content. C.B. Fisher, T.L. Kuther, Integrating Research Ethics Into the Introductory Psychology Course Curriculum. P. Gray, Incorporating Evolutionary Theory Into the Teaching of Psychology. Part IV: Examinations and Grading. W.R. Balch, Practice Versus Review Exams and Final Exam Performance. R.J. Madigan, J.J. Brosamer, Holistic Grading of Written Work in Introductory Psychology: Reliability, Validity, and Efficiency. K.B. Melvin, Rating Class Participation: The Prof/Peer Method. G.B. Sweidel, Study Strategy Portfolio: A Project to Enhance Study Skills and Time Management. Part V: Students' Interests, Perceptions, and Motives. A.H. Becker, S.F. Davis, L. Neal, C.A. Grover, Student Expectations of Course and Instructor. W.B. Davidson, W.J. House, O.J. Harm, The Semantic Profile Technique for Measuring Students' Impressions of Psychology Courses. E.J. Sass, Motivation in the College Classroom: What Students Tell Us. M.L. Zanich, D.E. Grover, Introductory Psychology From the Standpoint of the Consumer. Part VI: Enhancing Student Interest. J.L. Berrenberg, A. Prosser, The Create-A-Game Exam: A Method to Facilitate Student Interest and Learning. W. Buskist, D. Wylie, A Method for Enhancing Student Interest in Large Introductory Classes. D.M. Carkenord, Motivating Students to Read Journal Articles. Part VII: Discussion Exercises and Group Activities. T.L. Budesheim, A.R. Lundquist, Consider the Opposite: Opening Minds Through In-Class Debates on Course-Related Controversies. J.L. Cooper, Cooperative Learning and Critical Thinking. P.J. Giordano, E.Y. Hammer, In-Class Collaborative Learning: Practical Suggestions From the Teaching Trenches. S.A. McDade, Case Study Pedagogy to Advance Critical Thinking. D.G. Ventis, Writing to Discuss: Use of a Clustering Technique. Part VIII: Diversity in the Introductory Classroom. D.S. Collingridge, Suggestions on Teaching International Students: Advice for Psychology Instructors. C.Z. Enns, On Teaching About the Cultural Relativism of Psychological Constructs. J.M. Simoni, Confronting Heterosexism in the Teaching of Psychology. L.A. Whitten, Infusing Black Psychology Into the Introductory Psychology Course. Part IX: Teaching Critical Thinking. J.H. Doolittle, Using Riddles and Interactive Computer Games to Teach Problem Solving Skills. P. Gray, Engaging Students' Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction. A. King, Inquiring Minds Really Do Want to Know: Using Questioning to Teach Critical Thinking. C. Wade, Using Writing to Develop and Assess Critical Thinking. Part X: Writing to Learn, Learning to Write. J.C. Chrisler, Novels as Case-Study Materials for Psychology Students. K.C. Gareis, Critiquing Articles Cited in the Introductory Textbook: A Writing Assignment. R. Madigan, J. Brosamer, Improving the Writing Skills of Students in Introductory Psychology. C.A. Rickabaugh, The Psychology Portfolio: Promoting Writing and Critical Thinking About Psychology. D.B. Willingham, Effective Feedback on Written Assignments. Part XI: Computers in the Introductory Course. T. Brothen, Psychology on a Disk: Then What? M.A. Seaman, Developing Visual Displays for Lecture-Based Courses. J.M. Slattery, Developing a Web-Assisted Class: An Interview With Mark Mitchell. E.L. Worthington, Jr., J.A. Welsh, C.R. Crcher, E.J. Mindes, D.R. Forsyth, Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class. Section II: Demonstrations and Activities in Introductory Psychology. Part XII: General. C.I. Abramson, Invertebrates in the Classroom. B.N. Baird, In-Class Poster Sessions. T.A. Fish, I.H. Fraser, The Science Fair: A Supplement to the Lecture Technique. E.R. Harcum, Rap Singing as an Icebreaker for Large Classes. S.A. Wurst, K. Wolford, Integrating Disability Awareness Into Psychology Courses: Applications in Abnormal Psychology and Perception. S.H. Hemenover, J.B. Caster, A. Mizumoto, Combining the Use of Progressive Writing Techniques and Popular Movies in Introductory Psychology. Part XIII: Research Methods and Statistics. P.A. Connor-Greene, From the Laboratory to the Headlines: Teaching Critical Evaluation of Press Reports of Research. J.L. Dyck, N.R. Gee, A Sweet Way to Teach Students About the Sampling Distribution of the Mean. M.D. Goldstein, J.R. Hopkins, M.J. Strube, "The Eye of the Beholder": A Classroom Demonstration of Observer Bias. D.E. Johnson, A "Handy" Way to Introduce Research Methods. T.C. Riniolo, Publication Bias: A Computer-Assisted Demonstration of Excluding Nonsignificant Results From Research Interpretation. Part XIV: Biopsychology. G. Felsten, Propagation of Action Potentials: An Active Participation Exercise. E.D. Kemble, T. Filipi, L. Gravlin, Some Simple Classroom Experiments on Cerebral Lateralization. E.J. Morris, Classroom Demonstration of Behavioral Effects of the Split-Brain Operation. R. Reardon, F.T. Durso, D.A. Wilson, Neural Coding and Synaptic Transmission: Participation Exercises for Introductory Psychology. Part XV: Developmental Psychology. E.N. Junn, "Dear Mom and Dad": Using Personal Letters to Enhance Students' Understanding of Developmental Issues. J.M. Neysmith-Roy, C.L. Kleisinger, Using Biographies of Adults Over 65 Years of Age to Understand Life-Span Developmental Psychology. G.N. Nigro, Create-A-Children's Game: An Exercise for Developmental Psychology Classes. J.K. Shapiro, Dr. Kohlberg Goes to Washington: Using Congressional Debates to Teach Moral Development. Part XVI: Sensation and Perception. R. Cavalier, R. Wesp, The Garbage-Can Illusion as a Teaching Demonstration. D.T. Horner, Demonstrations of Color Perception and the Importance of Contours. M.A. Kunkel, A Teaching Demonstration Involving Perceived Lunar Size. Part XVII: Learning. C.I. Abramson, T. Onstott, S. Edwards, K. Bowe, Classical-Conditioning Demonstrations for Elementary and Advanced Courses. A. Kohn, J.W. Kalat, Preparing for an Important Event: Demonstrating the Modern View of Classical Conditioning. M.W. Vernoy, Demonstrating Classical Conditioning in Introductory Psychology: Needles Do Not Always Make